Individual Rights V. the Common Good
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Grade 6 State Goal 14
Grade 6 State Goal 14 State Goal 14: Understand political systems, with an emphasis on the United States. 1 ILLINOIS LEARNING STANDARDS: STATE GOAL 14: GRADE 6 LEARNING STANDARD/OUTCOME SAMPLE ASSESSMENT CONNECTIONS Critical to Understand and Master at Choose two countries that have Language Arts: In small groups, Grade 6: political systems that are different from discuss the pros and cons of different 6.14.01 the political systems of the United political systems. Support your Compare information you already States. Make a Venn diagram viewpoint with reasons and examples. know about political systems of the comparing and contrasting the different United States to political systems of political systems. other countries. (14A) 6.14.02 Working in pairs, debate whether Technology: Use the Internet or library Explain the importance of governments national, state, or local governments resources to research images of other having written constitutions. (14A) could exist without written constitutions government constitutions and charters. or charters. Establish pro and con Create a display that shows how other arguments, and present your debate to countries’ governments operate and your classmates. govern. Share your display with classmates. 6.14.03 Use the Internet or library resources to Math: Use the Internet or library Describe how social classes were research America during the resources to research population data generally formed and how they Jacksonian era. Write a paragraph to from different years in United States influenced public policy in their nations. describe how voting laws changed history. Use this data to make pie (14D) during that time and how those graphs, showing how the population changes affected the social classes was divided into different social and government of United States. -
Notes for Rome Pt. 1 (Early Rome and the Republic) Ancient Rome's Geography Italian Peninsula: • ___
Notes for Rome Pt. 1 (Early Rome and The Republic) Ancient Rome’s Geography Italian Peninsula: • ______________________ ______________________ Rome protected by: • ______________________ ______________________ • ______________________ ______________________ Mediterranean Sea provided: • ______________________________________________________________________________ Tiber River provided: • ______________________________________________________________________________ Roman Mythology • Based on Greek polytheistic religion -________________________________________________________________________________ • Explanations of natural phenomena, human qualities, and life events Greek God/Goddess Roman God/Goddess Role Zeus ____________________ King of the Gods Hera ___________________ Queen of the Gods Apollo ___________________ God of Music Artemis ___________________ Goddess of wild things, huntress Athena ___________________ Goddess of wisdom & war Aphrodite ___________________ Goddess of love & beauty • Was a polytheistic religion that was _________________________________________________ • ______________________________________________________________________________ come from Roman mythology Who ruled Rome before the Republic? • _________________________________________________________________ -agriculture and temples (753 BCE) • The last Etruscan king was overthrown _________________________________ _________________________________________________________________ What is a Republic? • The Romans vowed to never be ruled by a king. ______________________________________ -
Fractures: Political Identity in the Fall of the Roman Republic by Juan De
Fractures: Political Identity in the Fall of the Roman Republic by Juan De Dios Vela III, B.A. A Thesis In History Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS Approved Dr. Gary Edward Forsythe Chair of Committee Dr. John McDonald Howe Mark Sheridan Dean of the Graduate School August, 2019 Copyright 2019, Juan De Dios Vela Texas Tech University, Juan De Dios Vela III, August 2019 TABLE OF CONTENTS ABSTRACT ...................................................................................................................... iii INTRODUCTION............................................................................................................. 1 CHAPTER I: FOUNDATIONS..................................................................................... 13 Part one: Political Institutions ..................................................................................... 13 Part Two: Citizens, Latins, Colonies and the Social Web .................................... 23 Part Three: Magistrates and Local Control ........................................................... 26 Part Four: Patrons and Clients .................................................................................... 28 CHAPTER II: THE FIRST CRACKS ......................................................................... 32 The Gracchan Seditions ....................................................................................... 32 Impotent Interlopers ............................................................................................ -
Narratives of Privilege
NARRATIVES OF PRIVILEGE An Ethnographic Study of Colombian- Born Women Living in Melbourne, Australia By Viktoria Adler This thesis is presented for the degree of Doctor of Philosophy. Centre for Urban Transitions Faculty of Health, Art & Design Swinburne University of Technology 2019 ABSTRACT This thesis investigates the research question: how do Colombian-born women who identify as white, and middle or upper class, and are therefore privileged in Colombia, experience their privilege living as migrants in Melbourne? I do so by analysing their life story narratives. These narratives show how the women experience privilege as stemming from their belonging to the socially dominant culture, race and class in Colombia, and how their embodied privileges shape their experiences in Australia. My study is ethnographic and involved two years of fieldwork among the Colombian- born community in the inner suburbs of Melbourne. I conducted life story interviews and I carried out participant observation at women’s workplaces, cultural events in Colombian and other Latin American communities, recreational activities, and gatherings with family and friends, as well as by spending time with each of the women on other occasions. Interviews were conducted in English or Spanish, audio- recorded, transcribed and examined using thematic analysis. I conceptualise privilege as the product of intersecting and at times contradictory social locations such as race, ethnicity, gender and class a person occupies in a particular context, in relation to others. I argue that these women have been able to transfer key aspects of their privilege to Australia although they are not white and upper class in an Australian context. -
Americasbarometer Insights: 2013 Number 86
AmericasBarometer Insights: 2013 Number 86 Inequality Matters: The Role of Education in Defining Social Class in Colombia vs. Uruguay By María José Álvarez-Rivadulla and Rosario Queirolo [email protected] and [email protected] Universidad del Rosario (Colombia) and Universidad de Montevideo Executive Summary. Despite the high levels of inequality in Latin America, we know very little about how citizens perceive themselves in terms of social class. Using a question on subjective social class included in the AmericasBarometer 2012, this Insights report compares two countries that represent opposites in the regional distribution of inequality: the more egalitarian Uruguay and one of the most unequal countries in the world, Colombia. We explore how Colombians and Uruguayans identify on the social ladder and the determinants of this perception. As expected, we find that those who are wealthier and more educated place themselves in higher classes. Yet, the role of education varies. It is more relevant in Colombia than in Uruguay, where access to education is more equal. Moreover, ascribed factors such as a darker skin color and living in a rural area are related to lower class self identification in the more unequal Colombia, but not in Uruguay. Finally, we present evidence that other perceptions such as the evaluation of one’s current and past personal economic situations or general life satisfaction are as important as more objective measures of well-being in determining class perceptions in these two countries. The Insights Series is co-edited by Jonathan Hiskey, Mitchell A. Seligson, and Elizabeth J. Zechmeister with administrative, technical, and intellectual support from the LAPOP group at Vanderbilt. -
The Tales of the Grimm Brothers in Colombia: Introduction, Dissemination, and Reception
Wayne State University Wayne State University Dissertations 1-1-2012 The alest of the grimm brothers in colombia: introduction, dissemination, and reception Alexandra Michaelis-Vultorius Wayne State University, Follow this and additional works at: http://digitalcommons.wayne.edu/oa_dissertations Part of the German Literature Commons, and the Modern Languages Commons Recommended Citation Michaelis-Vultorius, Alexandra, "The alet s of the grimm brothers in colombia: introduction, dissemination, and reception" (2012). Wayne State University Dissertations. Paper 386. This Open Access Dissertation is brought to you for free and open access by DigitalCommons@WayneState. It has been accepted for inclusion in Wayne State University Dissertations by an authorized administrator of DigitalCommons@WayneState. THE TALES OF THE GRIMM BROTHERS IN COLOMBIA: INTRODUCTION, DISSEMINATION, AND RECEPTION by ALEXANDRA MICHAELIS-VULTORIUS DISSERTATION Submitted to the Graduate School of Wayne State University, Detroit, Michigan in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY 2011 MAJOR: MODERN LANGUAGES (German Studies) Approved by: __________________________________ Advisor Date __________________________________ __________________________________ __________________________________ __________________________________ © COPYRIGHT BY ALEXANDRA MICHAELIS-VULTORIUS 2011 All Rights Reserved DEDICATION To my parents, Lucio and Clemencia, for your unconditional love and support, for instilling in me the joy of learning, and for believing in happy endings. ii ACKNOWLEDGEMENTS This journey with the Brothers Grimm was made possible through the valuable help, expertise, and kindness of a great number of people. First and foremost I want to thank my advisor and mentor, Professor Don Haase. You have been a wonderful teacher and a great inspiration for me over the past years. I am deeply grateful for your insight, guidance, dedication, and infinite patience throughout the writing of this dissertation. -
University of Cincinnati
UNIVERSITY OF CINCINNATI Date: 11-09-2006 I, Mark Andrew Atwood, hereby submit this work as part of the requirements for the degree of: Master of Arts in: The Department of Classics It is entitled: Trajan’s Column: The Construction of Trajan’s Sepulcher in Urbe This work and its defense approved by: Chair: Peter van Minnen William Johnson Trajan’s Column: The Construction of Trajan’s Sepulcher in Urbe A thesis submitted to the Division of Research and Advanced Studies of the University of Cincinnati In partial fulfillment of the Requirements for the degree of MASTER OF ARTS in the Department of Classics of the College of Arts and Sciences 2006 By MARK ANDREW ATWOOD B.A., University of Minnesota, Minneapolis, MN 2004 Committee Chair: Dr. Peter van Minnen Abstract Eutropius (8.5.2) and Dio (69.2.3) record that after Trajan’s death in A.D. 117, his cremated remains were deposited in the pedestal of his column, a fact supported by archeological evidence. The Column of Trajan was located in urbe. Burial in urbe was prohibited except in certain circumstances. Therefore, scholars will not accept the notion that Trajan overtly built his column as his sepulcher. Contrary to this opinion, I argue that Trajan did in fact build his column to serve as his sepulcher. Chapter 1 examines the extensive scholarship on Trajan’s Column. Chapter 2 provides a critical discussion of the relevant Roman laws prohibiting urban burial. Chapter 3 discusses the ritual of burial in urbe as it relates to Trajan. Chapter 4 identifies the architectural precedent for Trajan’s Column and precedent for imperial burials in urbe. -
A COMPANION to the ROMAN ARMY Edited By
ACTA01 8/12/06 11:10 AM Page iii A COMPANION TO THE ROMAN ARMY Edited by Paul Erdkamp ACTA01 8/12/06 11:10 AM Page i A COMPANION TO THE ROMAN ARMY ACTA01 8/12/06 11:10 AM Page ii BLACKWELL COMPANIONS TO THE ANCIENT WORLD This series provides sophisticated and authoritative overviews of periods of ancient history, genres of classical lit- erature, and the most important themes in ancient culture. Each volume comprises between twenty-five and forty concise essays written by individual scholars within their area of specialization. The essays are written in a clear, provocative, and lively manner, designed for an international audience of scholars, students, and general readers. Ancient History Published A Companion to the Roman Army A Companion to the Classical Greek World Edited by Paul Erdkamp Edited by Konrad H. Kinzl A Companion to the Roman Republic A Companion to the Ancient Near East Edited by Nathan Rosenstein and Edited by Daniel C. Snell Robert Morstein-Marx A Companion to the Hellenistic World A Companion to the Roman Empire Edited by Andrew Erskine Edited by David S. Potter In preparation A Companion to Ancient History A Companion to Late Antiquity Edited by Andrew Erskine Edited by Philip Rousseau A Companion to Archaic Greece A Companion to Byzantium Edited by Kurt A. Raaflaub and Hans van Wees Edited by Elizabeth James A Companion to Julius Caesar Edited by Miriam Griffin Literature and Culture Published A Companion to Catullus A Companion to Greek Rhetoric Edited by Marilyn B. Skinner Edited by Ian Worthington A Companion to Greek Religion A Companion to Ancient Epic Edited by Daniel Ogden Edited by John Miles Foley A Companion to Classical Tradition A Companion to Greek Tragedy Edited by Craig W. -
Chapter 6: Rome
The Romans Create a Republic 1. Located on the Italian Peninsula, which sticks out into the Mediterranean Sea 2. Natural barriers for protection: Alps to the north 3. Rome itself was built on the Tiber River, which flows into the Mediterranean Sea 4. Soil around Rome = Fertile 5. Lay of the land around Rome: city built on seven hills 6. Rome sits at the midpoint of the Mediterranean Sea which allowed for protections as well as sea-borne trade and commerce 1. Latins – farmers, shepherds who settled along the Tiber River, a region called Latium 2. Etruscans- from Northern Italy – metalworkers and engineers, Romans adopted their alphabet and arch 3. Greeks – established colonies in Southern Italy and Sicily. Romans adopted their polytheistic religion. According to legend…. Romulus and Remus were children (descendants from a Trojan prince and the gods) abandoned on the Tiber River and raised by she-wolves. They founded Rome. 1. Etruscan kings ruled and expanded Rome- agriculture, temples 2. Last king of Rome was a tyrant – Tarquin the Proud who was overthrown by aristocrats 3. Established a Republic – definition: form of government in which power rests with citizens who vote for their leaders (freeborn males only in Rome) List similarities between Rome and Athens about how their government evolved to reach democracy/republic 1. Patricians – aristocratic landowners who controlled most of the power Inherited power and social status, allowed to make laws 2. Plebians- common farmers, artisans, merchants who made up a majority of the population citizens with the right to vote, but could not hold government position Tribunes – elected representatives for Plebians that served in the Senate 3. -
World History--Part 1. Teacher's Guide [And Student Guide]
DOCUMENT RESUME ED 462 784 EC 308 847 AUTHOR Schaap, Eileen, Ed.; Fresen, Sue, Ed. TITLE World History--Part 1. Teacher's Guide [and Student Guide]. Parallel Alternative Strategies for Students (PASS). INSTITUTION Leon County Schools, Tallahassee, FL. Exceptibnal Student Education. SPONS AGENCY Florida State Dept. of Education, Tallahassee. Bureau of Instructional Support and Community Services. PUB DATE 2000-00-00 NOTE 841p.; Course No. 2109310. Part of the Curriculum Improvement Project funded under the Individuals with Disabilities Education Act (IDEA), Part B. AVAILABLE FROM Florida State Dept. of Education, Div. of Public Schools and Community Education, Bureau of Instructional Support and Community Services, Turlington Bldg., Room 628, 325 West Gaines St., Tallahassee, FL 32399-0400. Tel: 850-488-1879; Fax: 850-487-2679; e-mail: cicbisca.mail.doe.state.fl.us; Web site: http://www.leon.k12.fl.us/public/pass. PUB TYPE Guides - Classroom - Learner (051) Guides Classroom Teacher (052) EDRS PRICE MF05/PC34 Plus Postage. DESCRIPTORS *Academic Accommodations (Disabilities); *Academic Standards; Curriculum; *Disabilities; Educational Strategies; Enrichment Activities; European History; Greek Civilization; Inclusive Schools; Instructional Materials; Latin American History; Non Western Civilization; Secondary Education; Social Studies; Teaching Guides; *Teaching Methods; Textbooks; Units of Study; World Affairs; *World History IDENTIFIERS *Florida ABSTRACT This teacher's guide and student guide unit contains supplemental readings, activities, -
The Roman Republic
1 The Roman Republic MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES POWER AND AUTHORITY The Some of the most fundamental • republic • senate early Romans established a values and institutions of • patrician •dictator republic, which grew powerful Western civilization began in the •plebeian •legion and spread its influence. Roman Republic. • tribune • Punic Wars •consul • Hannibal SETTING THE STAGE While the great civilization of Greece was in decline, a new city to the west was developing and increasing its power. Rome grew from a small settlement to a mighty civilization that eventually conquered the Mediterranean world. In time, the Romans would build one of the most famous and influential empires in history. The Origins of Rome TAKING NOTES Outlining Use an outline According to legend, the city of Rome was founded in 753 B.C.by Romulus and to organize the main Remus, twin sons of the god Mars and a Latin princess. The twins were aban- ideas and details. doned on the Tiber River as infants and raised by a she-wolf. The twins decided to build a city near the spot. In reality, it was men not immortals who built the I. The Origins of Rome A. city, and they chose the spot largely for its strategic location and fertile soil. B. Rome’s Geography Rome was built on seven rolling hills at a curve on the II. The Early Republic Tiber River, near the center of the Italian peninsula. It was midway between the A. B. Alps and Italy’s southern tip. Rome also was near the midpoint of the III. -
Select Republican Political Institutions in Outline
____ APPENDIX: SELECT REPUBLICAN POLITICAL INSTITUTIONS IN OUTLINE (300 before 81; 600 down to 45 Bc; then 900 until SENATE. The main consiliu,’n (“advisory body”) of magistrates, itself consisting mainly of ex-magistrates step aside for others. What the Senate decided Augustus reduced it again to 600). The most senior magistrate available in Rome usually presided, but could the Senate long guided state administration and policy e,zatu.s consultant, abbreviated SC) was strictly only a recommendation to magistrates. But in actual fact, of imperium, triumphs; also the state religion, finance, and preliminary iii almost all matters, including wars, allocation of provinces, (eventually) all extensions in which case it is called patrum auctoritas. The 1isiussion of legislative bills, A SC could be vetoed (by a consul acting against his colleague, or by a tribune), more than advice. SC riltirnurn, first passed in 121, was employed in cases of extreme crisis, but again technically was no ASSEMBLIES (U: POPULUS. COMPOSED OF BOTH PATRICIANS AND PLEBEJANS (NON-PATRICIANS). cum imperia. Gave “military auspices” to consuls, praetors once elected by the Centuriate Assembly; also to dictators, non-magistrates was a consul (or sometimes apparently a practor); in Aserubly Validated in some way the powers of lower magistrates (aediles, quaestors). Its president curiae (“wards”) of the city. (c mitia Cicero’s day, it was enough for a lictor symbolically to represent each of the 30 voting (‘101010) (“infantry”), the latter divided into five classes, Centuriate Originally the army, which had centuriae as its constituent units. Equites (“cavalry”) and pedites A of these 193 voting units, not absolute A ,seni hlv ranked by census wealth, totalled 188 centuries; added to those were five unarmed centuries.